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					                           Excellence in Outreach Scholarship

                                 Outreach Scholars Academy

                                       Lessons Learned

        Key to the success of the academy is a team approach and adequate financial
         resources. We believe that in order to successfully undertake this program at
         other institutions, a leadership and operational team with the necessary financial
         resources to develop, execute and sustain the program is required.
        Support from a range of institutional administrators is critical to the academy’s
         ultimate success. At UNH this includes ongoing communication and discussions
         with the provost and the vice president for research. Deans and department chairs
         can also provide ongoing support by identifying and nominating potential
         candidates for the academy and by articulating their support to participants.
        We have learned that faculty participants find it easier to add outreach to existing
         research agendas, rather than attempting to make current outreach more scholarly.
        The interdisciplinary nature of the academy is highly beneficial to faculty
         participants and thus we advise recruiting a cross section by discipline and rank.
         Participants report their academy experience as one of only a few opportunities
         for this kind of cross-disciplinary discourse which can serve to enhance
         opportunities for future scholarly collaboration.
        Language and terminology are important. When the academy began in 2004,
         UNH faculty tended to better understand and resonate with the term “outreach
         scholarship” vs. “engaged scholarship”. In reality this program supports faculty
         success in engaged scholarship (i.e. 2-way mutually beneficial partnerships).
        We believe it is important to provide a small participant stipend ($250 – $1,000)
         however the amount of the stipend did not affect the likelihood that a faculty
         member would participate.
        We have provided a “competitive pool” of resources ($5000 – 15,000 per project)
         to help support implementation of identified projects. This has increased the
         likelihood of project implementation.
        We found that a semester-long program (as opposed to a year-long) worked better
         at UNH and increased the likelihood of faculty commitment. We require faculty
         to sign a “letter of commitment” prior to acceptance into the program.
        Video conferencing with external experts is a viable delivery method. However,
         we learned that video conferences were more effective if first preceded by rapport
         building, face-to-face interactions between participants and experts. Case study
         and team discussions have helped participants internalize and apply concepts.
        We have found an optimal class size to be 15 – 16.

                                  A Community Engaged University
                      The Carnegie Foundation for the Advancement of Teaching

Outreach Scholars Academy – Lessons Learned                                            Page 1
        Many alumni remain interested in the academy after graduation and we have
        attempted to capitalize on this interest by involving them in a variety of ways.
        This includes involvement as nominators, speakers, coaches, reviewers for
        proposal panels and as members of future selection committees. Each alumnus
        also receives an invitation for the induction and graduation ceremony/luncheon
        for future classes and they are also featured on the website.




                                  A Community Engaged University
                      The Carnegie Foundation for the Advancement of Teaching

Outreach Scholars Academy – Lessons Learned                                           Page 2

				
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posted:10/16/2011
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